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Anti-Science in American Politics (POL 3310)

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Anti-Science in American Politics (POL 3310) Spring 2016 Becoming Stupid: Anti-Science in American Politics (POL 3310) Professor: TA: Daniel Kelliher Maria Mendez Gutierrez 1427 Social Sciences Social Sciences Office hours: Tuesday 2:30-3:30 Office hours: [email protected] [email protected] This syllabus may be updated with new readings and brief assignments throughout the semester. Electronic Devices in the Classroom No electronic devices in the classroom, please. No laptops, no tablets, no cell phones. The exception is for students who need to use an electronic device because of a disability. If you’re in this situation, just bring a letter stating so from Disability Services and we’ll make whatever accommodation you need. No texting in the classroom, period. Sometimes, of course, you need to text during class hours – arranging an appointment for a sick child, or answering a boss about what shift you can work that day. This is entirely understandable – just stand up and walk out of the classroom, and return when you’re done texting. I’m fine with that. Just don’t text in the room. Grading 20% short papers & assignments 35% ten-page research paper due May 5 20% your contribution to your classmates’ education 25% tests Short papers & assignments Although you must turn in all the short assignments to pass the course, only some of them are graded and count toward the 20% of your grade awarded for short assignments. The ones that are graded will be designated on the syllabus. Please Print All Assignments Anything you turn in, even the shortest assignments, should be printed out. Please do not turn in anything that is handwritten. If you are turning in a late assignment … … then please do not email it and ask me to print it out. Instead, print it yourself and give it to the TA. Tests Tests will be short and unannounced. Tests cover both readings and what happens in class. If you must miss a class, notify me by email or phone message before class begins. Make-ups of missed tests are sometimes possible, but not if you failed to notify me in advance of the absence. Also, since you are still responsible for material you missed in class, be sure to make arrangements to get class notes from a classmate, in case there is a test the day you return. If you notify me before a class that you will be absent – and you absence comes on the day of a test – then I will not attempt to track you down with a make-up test. Instead, it is your responsibility on the day that you return to class to ask for the test before class begins. Make-up tests may have questions on the readings for the day you missed or for the current day’s readings or both. There is no fixed number of tests over the course of the semester. A test on any given class day is a random event. So if you see a set of blanks for a certain number of tests on Moodle, that’s just how the Moodle program sets up the web page. It has nothing to do with how many tests we’ll actually have. Readings In class I call on individual students cold and ask them to discuss the readings. You’re safe from being embarrassed if the readings are fresh in your mind. Therefore it is best to do the readings in the last couple of days before each class, rather than in advance. You will also do better on tests if you do the readings closer to the class day. Since the substance of this course is highly topical, readings may be updated in the week prior to a given class, with syllabus revisions appearing on Moodle. All readings will be posted on Moodle at least two days before they are due in class. Contribution to your Classmates’ Education The grade for your contribution to the class is not about how much you talk. It is about what you contribute to your classmates’ education. There are many ways to contribute. This will be explained in detail in class at the beginning of the semester, with plenty of time allotted for any questions you may want to ask about it. If you are graduating this semester … … then make sure you have all of your assignments turned in by the last day of class. If you ask for extensions − or if you just turn things in late − then I cannot guarantee that they’ll be graded in time for graduation. CLASSES: January 19 – Introduction January 21 – Mystic Science Assignments: 1. Watch: “La historia de Giordano Bruno” [The story of Giordano Bruno], excerpted from Neil deGrasse Tyson’s series, Cosmos: A Spacetime Odyssey, 2014 Watch it here: http://vimeo.com/89241669 [length: 10 minutes] 2. Using whatever resources you like, get the answers to four questions. You don’t have to turn in anything written. Just be ready to answer these questions in class: (a) What was the scientific issue that made Galileo an enemy of the Church? (b) Why did the Church go after Galileo? What was so threatening about his discovery? (c) How did the Church convince Galileo to renounce what he knew to be true? 3. Again, using whatever resources you like, find out what “retrograde motion” means when we’re looking at other planets from Earth. Once you have a rough sense of what retrograde motion is, these very short clips will help you to visualize it: https://www.youtube.com/watch?v=72FrZz_zJFU http://mars.nasa.gov/allaboutmars/nightsky/retrograde/marsOp.swf http://astro.unl.edu/classaction/animations/renaissance/retrograde.html January 26 – What Do Americans Know about Science? 1. Read about a time when Americans were positive and excited about science: Chapter 3 − “From Sputnik to Sagan” − in Chris Mooney and Sheril Kirshenbaum, Unscientific America: How Scientific Illiteracy Threatens our Future, 2009 2. Take this online quiz: Pew Research – Science & Technology Knowledge Quiz http://www.pewresearch.org/quiz/science-knowledge/ Print out: • Number of correct answers you got • Which questions you got wrong • DO NOT put your name on this • Bring it to class 3. Contribute to a class-wide investigation of college students’ exposure to science. We’ll do this by sharing everybody’s U of M transcripts in class. But we’ll do it in a way that will protect everybody’s privacy. Print out your transcript and bring it to class. But first, use scissors or ink to obliterate all identifying information: • name • ID number • address • birth date • other schools you’ve attended besides the U • anything else that would tell whose transcript it is 4. Read the short quotation from Steven Pinker. You know a lot of students. Is Pinker missing something here? Or does he have it right? Be ready to give your opinion in class. 5. Science in the American popular culture: Find at least three interesting cultural items that illuminate how American culture sees science. We are not looking for news or opinion pieces. What we’re looking for is popular entertainment: • television shows • movies • comics • novels • video games • anything else you think is good From sources like these, find cases where science plays a part. Or find cases where a scientist appears. Or even an ordinary person who happens to be interested in science. Then ask yourself: How are scientists and science portrayed? In class, be ready to talk about the cases you found, and what they tell you about American attitudes. January 28 – Anti-Intellectualism in American Life 1. Read the following item − “Who Wrote This?” − on Moodle. Think about its take on science, make a guess about what kind of person wrote it, and write down your guess. Then search and find out: (a) where it is taken from (b) who oversaw the drafting of it. 2. Complete these three readings. If there is anything you don’t understand in the two pieces on Richard Hofstadter and his 1964 book, Anti-Intellectualism in American Life, then look them up. In other words, if the articles use words or terms you unfamiliar with − or if they refer to people or historical events you’re not clear about – then make sure know them before you come to class. Peter Weber, “America Doesn’t Trust its Experts Anymore,” The Week, October 6, 2014 Nicholas Lemann, “The Tea Party Is Timeless: Richard Hofstadter’s Anti- Intellectualism In American Life Reviewed,” Columbia Journalism Review, September 2, 2014 David Masciotra, “Richard Hofstadter and America’s New Wave of Anti- Intellectualism,” The Daily Beast, March 9, 2014 3. Find out: (a) What do people mean when they say, "Evolution is only a theory" ? (b) In science, what is a theory? In other words, what does “theory” mean to scientists? February 2 – Theistic Evolution, Creationism & Intelligent Design 1. Abiogenesis Please get a good understanding of the term “abiogenesis.” Make sure you understand its relevance to our course’s current topic. 2. Please figure out the differences between these religious reactions to evolution: (a) Theistic Evolution [this particular reading is the Roman Catholic version] Patrick Cusworth, “Pope Francis’s Comments on the Big Bang Are not Revolutionary,” The Catholic Herald, October 31, 2014 http://www.catholicherald.co.uk/commentandblogs/2014/10/31/pope-franciss- comments-on-the-big-bang-are-not-revolutionary-catholic-teaching-has-long- professed-the-likelihood-of-human-evolution/ (b) Young Earth Creationism Henry Morris, “Is Belief in the Young Earth Necessary to Be a Christian?” Institute for Creation Research http://www.icr.org/article/belief-young-earth-necessary-be-christian/ Henry Morris, “Recent Creation Is a Vital Doctrine,” Institute for Creation Research http://www.icr.org/article/237/306 (c) Old Earth Creationism “Through the Lens: Evolution, ‘What Is Evolution?’” Reasons to Believe, 2015 http://www.reasons.org/videos/through-the-lens-evolution-what-is-evolution-sd [length: 9 minutes] A Creationist critique of Intelligent Design: Hugh Ross, “More Than Intelligent Design,” Reasons to Believe, July 1, 2002 http://www.reasons.org/articles/more-than-intelligent-design (d) Intelligent Design “What Is Intelligent Design?” Discovery Institute − Center for Science and Culture, 2015 http://www.intelligentdesign.org/whatisid.php A.L.
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